Abstract
Objective: The objective of the study is to determine better mode of learning for medical graduates by comparing team-based learning (TBL) and lecture-based learning methods. Study Design: Comparative analytical study. Place and Duration of Study: Surgical Ward 25 of Endocrine and General surgery, Jinnah Postgraduate Medical Center, Karachi, in April 2019. Methodology: This comparative study was based on the principles of TBL; the control program used the traditional lecture-based approach. Both programs were aimed at investigating the knowledge and performance of the two groups. Thirty surgical interns were included in this study. Two groups were made by random selection of surgical interns, 15 in TBL group and other 15 in traditional teaching group. TBL group (Group A) was given the topic of thyroid diseases for self-study followed by 1 h discussion amongst the group members. Lecture-based group (Group B) was given 1 h powerpoint presentation on similar topic. As the main outcome measures, questionnaire containing twenty best choice questions was given to both groups. Performance of the two groups was checked and results calculated as total, average, and standard deviation. Results: Group A participants’ total score (147) was higher than Group B (131) but the p-value was not found to be significant (0.144). Conclusion: Both forms of learning methods are effective and productive in medical education.
Highlights
Medical education is a broad spectrum where various methods have been practiced to bring improvement in the knowledge and learning skills of medical students
Several advances are being made toward innovation in medical education and many countries worldwide are engaged in examining and updating their educational strategies [1]
Active participation of pupils in sessions and their continuous feedback during solving clinical scenarios helps in better understanding and gain of knowledge of the entire team
Summary
Medical education is a broad spectrum where various methods have been practiced to bring improvement in the knowledge and learning skills of medical students. The traditional method of teaching in medical education has been lecture-based where tutor delivers prepared lecture on a particular topic mostly on multimedia. This method of learning is helpful in covering vast medical syllabus in timely fashion by the medical school. Due to the lack of interaction between tutor and students and lack of discussion of clinical problems and scenarios among students themselves, lecture-based learning method has not been as productive as per the requirement. The attractiveness of team-based learning (TBL) as a learner-centered, interactive educational approach has prompted many to adopt this method in under and postgraduate education [1]. Active participation of pupils in sessions and their continuous feedback during solving clinical scenarios helps in better understanding and gain of knowledge of the entire team
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